A NARRATIVE REVIEW ABOUT INCLUSION AND RIGHTS OF CHILDREN WITH AUTISM SPECTRUM DISORDER IN THE EARLY YEARS OF SCHOOLING IN BRAZIL

Abstract

Autism Spectrum Disorder (ASD) is a neurocognitive disorder with varied repercussions, affecting different aspects of a child’s neurodevelopment. In recent decades, there has been a significant increase in the global prevalence of ASD, driven by advances in diagnostic practices and greater social awareness. In Brazil, although there is a robust legal framework aimed at guaranteeing the rights of individuals with ASD, particularly Law No. 12,764/2012 and Law No. 13,146/2015, the effective implementation of school inclusion in the early years of education still faces challenges. This chapter aims to map and synthesize the scientific literature and legislation addressing inclusion, rights, and psychoeducational interventions directed at children with ASD within the Brazilian educational context. This is a narrative literature review with a qualitative approach. The results highlight important normative advances, such as mandatory enrollment in mainstream schools and the provision of Specialized Educational Services. However, shortcomings persist related to teacher training, the scarcity of adapted pedagogical resources, and limited access to evidence-based psychoeducational interventions, especially in the public education system. It is concluded that the consolidation of inclusive education for children with ASD requires intersectoral coordination, the strengthening of public policies, and the adoption of pedagogical practices grounded in scientific evidence.